BILIRAN PROVINCE STATE UNIVERSITY

SCHOOL OF TEACHER EDUCATION

Bachelor of Special Needs Education

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 MODULE 1:
Positive Behavioral
Interventions and
Support

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PERSPECTIVE

Hello, Aspiring SpEd Teachers!

Welcome to Biliran Province State

University – School of Teacher Education
(STEd)!

Welcome to SNEd Behavior Management

and Modification. This course focuses on
the positive behavior that support for
learners with additional
O needs. (CMO No.
77, s. 2017)

In this module, you will be introduced on

the positive behavioral interventions and
support, building on emotionally safe and
engaging environment, classroom
management and designing a plan that
supports effective and efficient
environment for learners with additional
needs.

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EXPECTATIONS
After completing this Module, you are
expected to design a Classroom
Management Plan align to PBIS (Positive
Behavioral Interventions Support)
Approach.

LOOKING AHEAD
This module will bring you on information as resource in
control and privacy. It will enable you to understand the
behavior modification and management. Based on what
you will learn, you will then create a comprehensive
classroom management plan.

This module comprises of activities for you to accomplish

individually at your own time and pace. These activities have
been designed to help you judge and monitor your progress
as you go through this course.

Should you have queries, you may access your instructor in

his official Facebook account
(https:www.facebook.com/rheamybaliber), or meet her in
Zoom or Google Meet, or access the Biliran Province State
University-Learning Management System powered by
Moodle.

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 what’s Inside
Dear Aspiring SpEd Teacher,
Mabuhay!
Welcome to SNEd Behavior Management and Modification!

This module is your key! It adopts the action learning model exemplified by the
4As approach which includes Activity, Analysis, Abstraction, and Application
where you are expected to engage in the whole learning process so for you to
be able to construct your understanding at the end of the learning journey.
This module has the following parts:
Guiding Light | this part contains the objectives of the lesson.
Introduction | this gives an overview or a brief background of the lesson.

Activity | this is the first phase of the lesson. It engages you in an activity either
as in individual or as group.

Analysis | in this phase of the lesson, you are helped to look back to the
activity, think and analyze what happen.

Abstraction | in the third phase, you are helped to arrive at generalizations or

abstractions. Your instructor connects these generalizations to concepts and
principles written by authorities and scholars in the field.

Application | this is the transfer of learning. What has been learned is app lied
in a relevant situation.
In a Nutshell | this part serves as the summary of the lesson.
Test Your Understanding | this part is the evaluation section.

Enjoy the joyride of learning! May God bless you with wisdom and knowledge in
answering this module. Do not limit yourself. Strive harder. Go for gold!

Rheamy N. Baliber, LPT, MAEd-CAR

Instructor

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 What do you already know?
Before you begin to study the different aspects related to positive
behavioral interventions support (PBIS), it will be a good idea for you to find
out how much you already know about the concepts that will be discussed
in this module. Read the following questions and write the answers on the
lines provided.

1. Do cultural dimensions affect classroom interaction and learning

outcomes?
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2. How can you control a disruptive behavior in a classroom
without disrupting the lesson?
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3. What are the key skills demonstrated by teachers who are
defined as being effective classroom managers?
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4. As a future teacher, what is your strategies and solutions for
dealing with a disruptive classroom?
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 KEY TERMS
Behavior Management The application of specific strategies for the
purposes of positively managing individual
and group behaviors that encourage and
support academic, behavioral, and social
learning for all students.

Classroom Management The set strategies that teachers and

students use to ensure a productive,
harmonious learning environment to
prevent disruptions in the learning process
(Rothstein-Fisch & Trumbull, 2008)
Explicit Instruction A way to teach skills or concepts to students
using direct, structured instruction. It helps
make lessons clear by modelling for students
how to start and succeed on a task and
giving them ample time to practice
Functional Behavior A process that identifies specific target
Assessment behavior, the purpose of the behavior, and
what factors maintain the behavior that is
interfering with the students’ educational
process.
Nonverbal Signals The transmission of messages through
nonverbal platform such as eye contact,
facial expressions, gestures, posture and the
distance between two individuals.
Positive Behavioral Initially created to protect and support
Interventions Support students with disabilities. A set of ideas and
tools that schools use to improve the
behavior of students.
Positive Behavior Strategies This are evidence-based, proactive
approaches to changing challenging
student’s behavior.
Punishment The imposition of an undesirable or
unpleasant outcome upon a group or
individual, meted out by an authority-in

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 contexts ranging from child discipline to
criminal law-as a response and deterrent to
a particular action or behavior that is
deemed undesirable or unacceptable.
Pre-correcting and A classroom management strategy you can
Prompting use to tell and remind students of behavior
expectations before potential behavior
problems occur.
Rewards A form of extrinsic motivation that helps
develop positive classroom management
systems within the classroom.
Tokens Provided immediately following display of
the desired behavior, and are collected
and eventually exchanged for a reward
such as desired objects or privileges.
Traditional Discipline Refers to behavior management strategies
that have been used for decades in school
systems. These strategies are often not
backed by scientific research supporting
their effectiveness.

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LESSON 1
PBIS: WHAT YOU NEED TO
KNOW

GUIDING LIGHT
In this module, challenge yourself to:

Support) Approach

aracteristics of PBIS and its difference

to Traditional Discipline

management based on PBIS Approach

Explain on how to build an emotionally safe

and engaging environment for learners with
additional needs

And ultimately submit the Final Output:

Case Study Analysis using the PBIS approach

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INTRODUCTION
Positive behavioral interventions support (PBIS) is a
comprehensive, research-based proactive approach to behavioral
support that endeavors to generate comprehensive change for
students with challenging behavior. It involves identifying the purpose
of challenging behavior, teaching appropriate alternative responses
that serve the same purpose as the challenging behavior, consistently
rewarding positive behaviors and minimizing the rewards for
challenging behavior, and minimizing the physiological, environmental,
and curricular elements that trigger challenging behavior. Proven PBS
strategies include altering the classroom environment, increasing
predictability and scheduling, increasing choice making, adapting the
curriculum, appreciating positive behaviors, and teaching
replacement skills (Ruef, et.al., 1997).

As stipulated by Lee (2014), the focus of PBIS is prevention, not

punishment. At its heart, PBIS calls on schools to teach students positive
behavior strategies just as they would teach about any other subject –
like reading or math. Further, PBIS recognizes that students can only
meet behavioral expectations if they know what the expectations are.
PBIS has a few important guiding principles:

 Students can learn behavioral expectations for different

situations.
 Students learn expected behaviors for each school setting
through explicit instruction and opportunities to practice and
receive feedback.
 Stepping in early can prevent more serious behavior problems.
 Each student is different, so schools need to give many kinds of
behavior support
 How schools teach behavior should be based on research and
science.
 Tracking a student’s behavioral progress is important.
 Schools gather and use data to make decisions about behavior
interventions
 School staff members are consistent in how they encourage
expected behavior and discourage infractions.

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 ACTIVITY
Activity 1 | Activating your schema
Examine the picture below.

1. What can you see in the picture?

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2. What message do you get from this clip art? As a teacher how
will you intervene this kind of students’ behavior?
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 FEEDBACK ▌

Activity 2
Instruction: Read the quotation below.
“If you can read the need, you can meet the need.”
1. What concepts/ideas/images came to your mind when you read
the quotation? Elaborate and justify your answer.

ANALYSIS
Instruction: Form groups of three members each. Share your
responses. Summarize your group’s responses.
We think that Positive Behavioral Interventions Support (PBIS) focus
on
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__________________________________________________________________
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ABSTRACTION

According to several studies, PBIS leads to better student

behavior. In many schools that use PBIS, students receive fewer
detentions and suspensions, and earn better grades. There’s also
some evidence that PBIS may lead to less bullying.

HOW PBIS WORKS

Most PBIS programs set up three tiers of support for students and
staff.
 Tier 1 is a school wide, universal system for everyone in a school.
Students learn basic behavioral expectations, like how to be
respectful and kind. School staff members regularly recognize
and praise students for good behavior. They may also use small
rewards, like tokens or prizes, to recognize when students meet
the expectations.
 Tier 2 provides an extra layer of support for students who
continue to struggle with behavior. The school gives those
students evidence-based interventions and instruction. For
example, some students struggle with social interactions. A Tier 2
strategy might be providing social thinking support to help
students better understand how to read and react to situations.
 Tier 3 is the most intensive level. It’s for students who need
individualized supports and services because of ongoing
behavioral concerns.
Students with IEPs or 504 plans can be in any of the tiers. If you
have a student with an IEP or a 504 plan and your school uses
PBIS, be sure to ask the IEP team how the two overlap.

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 PBIS vs. Traditional Discipline
In a school that uses traditional discipline, teachers may try to
correct behavior through punishment. Here’s an example.
During a class discussion, a student sitting in the back throws a
spitball. With a more traditional approach, the teacher sends the
student to the principal’s office to be punished. The student then
returns to class and is expected to behave. But there’s no instruction
that tells the student what a more appropriate behavior would have
been.
A school using PBIS handles this differently. With PBIS, the school
looks at behavior as a form of communication. So before the student
throws the spitball, a teacher might notice that the student is craving
attention. The teacher might address that need in a positive way, like
by giving the student a chance to share an opinion in a class
discussion and recognizing the contribution. If the student still acts out
and throws the spitball, a team at the school would create a strategy
to prevent the behavior from happening again. The strategy might
include break time to cool off or time to talk with a peer mentor. The
school may even provide training for families. The school tracks the
student’s progress in managing behavior issues and may change the
strategy if something’s not working.
As this example shows, PBIS doesn’t ignore problem behavior.
School still use discipline, but punishment isn’t the focus. Instead, the
focus is on teaching expectations, preventing problems, and using
logical consequences. Schools hat use PBIS look for appropriate
consequences that are effective in changing the student’s behavior,
not just in the moment, but in the future as well.

PBIS and Token Rewards

Most experts feel that PBIS changes school discipline for the
better. They like its focus on prevention and clearly teaching behavior
expectations.
But a few experts worry that PBIS allows schools to use token
rewards for meeting behavior expectations. These experts are

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concerned that rewarding students for good behavior makes them
focus more on getting the reward, and less on the behavior. In other
words, they worry that rewards increase students’ external, not
internal, motivation. Another concern is that school wide reward
systems may exclude students with behavioral issues. If a student who
struggles never gets a reward or is rewarded less than others, it can
feel like punishment. This can discouraging to students who are trying
their best to behave but struggle more than their peers.
In response to these concerns, advocates of PBIS have
worked hard to make sure schools don’t overuse rewards. They point
out that toke rewards are just one tool schools can use. And they
encourage schools to apply rewards equitably to recognize students
who are struggling but improving.
It’s also important to know that using an acknowledgment
system like rewards is not the same as bribing a student. An example
of a bribe is offering students a homework pass to influence them to
act a certain way before a lesson. PBIS does not use bribes. It
acknowledges acceptable behavior after it occurs. Rewards are
earned, not offered as a “payoff” in exchange for good behavior.
The following are evidence-based positive behavior
strategies:
 Using nonverbal signals to foster communication while limiting
interruptions during instruction
 Creating when-then sentences with students to clearly explain
what you expect and the positive outcome will happen.
 Describing what’s expected of students in a way that is obvious
and easily understood by using pre-correcting an prompting
 Getting students’ attention through respectful redirection –
without making a big deal about it – by using a calm tone,
neutral body language, and clear, concise wording.

POSITIVE BEHAVIOR STRATEGIES: What You

Need to Know

Positive behavior strategies are evidence-based, proactive

approaches to changing challenging student behavior. Some
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 examples of positive behavior strategies are pre-correcting and
prompting and nonverbal signals.

There’s a lot to think about when it comes to teaching. You plan

and deliver lessons to cover the curriculum. You adjust your lesson
plans to meet your students’ needs. On top of it all, you manage
student behavior.
You are not alone if you feel like managing behavior sometimes
gets in the way of teaching. That’s where positive behavior strategies
come in. These strategies are also known as “positive behavior
supports,” or PBS.

Why Use Positive Behavior

Strategies?

Positive behavior strategies encourage you to see behavior as

a form of communication. Every behavior sends a message about
what a student needs. Same messages are easy to read. Some need
more deciphering. (In those cases, a behavior specialist, a school
psychologist, or other colleagues can help you decipher the
message).
Once you understand the message behind the behavior, you
can better support students. Instead of reacting to challenging
behaviors, you can proactively reduce them. Here’s how positive
behavior strategies can help you do that:
 These strategies help build a trusting relationship between
teachers, students, and families. Instead of seeing behavior as a
problem, you’ll show empathy by looking at students with
compassionate curiosity. With this view, you can shift your focus
from “fixing” students to understanding them. You can also
develop a more collaborative relationship with students by
working together to understand when and under what
circumstances a behavior occurs.
 These strategies teach and reinforce new skills. Once you
understand why a student is behaving a certain way, you can

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 respond more effectively. You can teach them new behaviors
that serve the same purpose. Many social-emotional learning
programs incorporate specific strategies for teaching behaviors,
like how to follow directions or ignore peer distractions.
 These strategies prompt you to consider multiple reasons for
behavioral difficulties. Challenging behavior can happen for
many reasons. Students may lack the language or
communication skills to express what they need or the behavior
could be a way to avoid a difficult situation or task. Some
students behave in negative ways to get attention or to get
what they want. In other cases, some students may be reacting
to an environment that isn’t supporting their learning or there
could be a cultural difference, which may prompt you to take a
culturally responsive approach to analyzing the behavior and
your response to it.

As a classroom teacher, you may not have all the time, tools,
or training to look at student behavior in depth. You can work with
other school staff to do a functional behavior assessment (FBA). The
specialist who does the FBA can work with teachers to create an
appropriate behavior intervention plan.

How do I put positive behavior

strategies into practice?

Handling challenging behavior can be frustrating. Use this

chart to reflect on where you are in your practice and where you
might focus your next efforts.

Practices to Support Positive

How to Get Started
Behavior

 Provide flexible spaces like a

reading corner to support
Create a classroom layout that different types of learning.
supports students.

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  Position furniture to ensure
smooth transitions.

 Organize materials in safe

and accessible ways

 Seat students near peers

who model appropriate
behavior and who can
ignore inappropriate
behavior

 Seat students near you so

you can use strategies like
active
 With your students, co-
Post and define positive create classroom
behavior expectations expectations that are
observable, measurable,
positive, and
understandable

 Limit expectations to three

to five statements
 Plan, teach, and practice
expected behaviors

Explicitly teach behavior  Plan, teach, and practice

expectations routines and procedures

 Reinforce and reteach

routines, procedures, and
expectations throughout
the year.

 Establish ways to monitor

your classroom and
frequently check in with
students.
 Acknowledge positive
behavior when you see it.
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 Research suggests making
five positive comments for
every correction.

Have systems to respond to  Provide rewards (when

behavior appropriate) for
demonstrating positive
behavior.

 Collect data to look at the

causes of inappropriate
behavior.

 Collaborate with specialist

to use data to create
supports for individual
students.

 Explicitly teach and

reinforce new appropriate
behavior.

 Set competence anchors

for students.
 Gather information about
students from families and
caregivers
Partner with families
 Engage the family when a
student demonstrates
challenging behavior

 Follow-up with families to

share when a student is
demonstrating positive
behavior.

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FAMILY CONNECTION
Behavior expectation might be different at home than they
are at school, so it’s important for families to know what’s expected in
your classroom. Talk with families about the behavioral expectations
in the classroom and the language you use to talk about behavior.
This will help families understand new phrases they may hear or
behavior changes they may see. Also, families may want to use the
same expectations at home. Share with them these parent-child
behavior contracts to get started.

The Difference between Discipline and

Punishment

Are discipline and punishment the same thing? People often use
the terms interchangeably, but there is a difference between the two.
Discipline is a way to teach kids to follow rules or correct
misbehavior. There is negative discipline and positive discipline.
Punishment is a form of negative discipline. It’s often used to get
rid of or end a behavior. Positive discipline, which is sometimes known
as corrective consequences or positive guidance, works just as
quickly. And it can be more effective than punishment.
When kids push your buttons or disobey rules, you may be quick
to give them a consequence that’s going to make them unhappy
enough to stop what they’re doing. It’s a common response when you
feel frustrated, angry, or just plain fed up. But it’s not likely to change
kids’ behavior in the long term.
Consider this scenario. Sandra and Javier have been arguing
over colored pencils all afternoon. One of them pushes the other, and
they both start arguing. You might say, ‘Both of you, stop it! You’re not
allowed to go outside today!”
That’s punishment. It may stop the behavior in the moment, but
it’s not going to teach Sandra and Javier the skills they need to make
a better decision next time they argue.

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 When you use positive discipline, you might say, “Give me the
colored pencils. Neither of you can use them right now. Sandra, take
a deep breath. Now use the ‘I statements’ we practiced yesterday to
tell Javier why you’re upset.” You might still feel annoyed and
frustrated. But you’ll know that you’re preparing for a better outcome
next time.
Positive discipline discourages the behavior. But it also teaches
kids expectations and accountability. It helps kids see there’s a
connection between what they do and what happens next – the
natural and logical consequences.

Negative Discipline /
Punishment
Type of Approach Reactive. Handles the situation in
the moment
What it is A penalty for doing something
wrong. It trick to change kids
future behavior by making them
pay for their mistakes.
Focus Puts you in control of kids’
behavior and for deciding
outcomes of their decisions.
The viewpoint  Assumes that behavior is
only about doing
 Provides little help on
figuring out how to behave
differently in the future
What it looks like Consequences that aren’t
directly tied to what happened,
such as taking away privileges or
possessions, asking kid to do an
unpleasant task adding more
responsibilities or work and, in
some homes, corporal
punishment.

Research shows that corporal

punishment can increase

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 aggression and other negative
behavior
Examples of types of Negative consequence
consequences  Sandra was chatting with
her friend during silent
reading time, so the
teacher assigns her extra
math homework.
 Javier skateboard in the
road after he was told not
to. Now he has to do his
brother’s chores for a week
in additional to his own.
What kids learn from this The message is: “You need to
stop doing that its wrong.” Kids
learn:
 They can’t learn to control
their own actions.
 Their behavior needs to be
managed by you.
 Being careful not caught is
more important than
changing what they’re
going
Results  Negative self-esteem
 Increased power struggles
 Fear and resentment
between you
 Lowered academic
achievement

You may not always approach behavior as well as you’d like to,
especially in stressful moments. But you can always make changes,
both at home and in school.

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 The PBIS Promise

As a Super School student, I promise to

practice the 5 R’s.
I will respect my school, staff, and students.
I will be responsible for my actions and words.
I will practice resiliency in my classroom and on the
playground.
I will be ready for all challenges.
I will be reliable. You can count on me!
I am a Super School student, and I know PBIS
mission is possible!

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 APPLICATION

Practice Exercise 1
Instruction: In this exercise, you be given scenario on various students’
behavior. Write and discuss your strategies on dealing those in a
positive manner.
1. Marina finds spelling and grammar errors in your sentences on
the board with embarrassing consistency, and she comes
around after class to give you her critical opinion of the course.
When she’s in class, you feel like you’re being constantly
monitored.

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2. After recently modifying your lesson plans to include in-class
small team assignments you notice that Genevieve with her
head on her desk while her partners are working through the
problem. After asking her if something is wrong, she’s replies that
group work is a “waste of time” and thinks that “teachers should
actually teach during class.”

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 TEST YOUR UNDERSTANDING

Visit this website:

https://www.researchgate.net/publication/26459230_Positive_Behavi
or_Support_in_the_Classroom_Facilitating_Behaviorally_Inclusive_Lea
rning_Environments
Just download the full text PDF then turn on the page 228-231. Read
the case study provided. Analyze it using the PBIS approach.

IN A NUTSHELL

Positive Behavioral Interventions Support (PBIS) is different

even revolutionary because it is based on determining not only
what, where, when and how challenging behavior occurs, but
also why. PBIS broadens intervention in one approach –
reducing challenging behavior – to multiple approaches:
changing systems, altering environments, teaching skills and
appreciating positive behavior.
The goal in PBIS is not to “eliminate” behavior. Rather, it is
to understand the behavior’s purpose so that the student can
replace it with new, prosocial behaviors that achieve the same
purpose. It helps the students learn better ways to make their
feelings and needs known. Everyone shares responsibility for the
behavior.

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LESSON 2

GUIDING LIGHT
In this module, challenge yourself to:

Classroom Management

various behavior and classroom

management

the classroom management seven tips

from an experienced teacher

self-esteem in children with

special needs

And ultimately submit the Final Output:

Comprehensive Classroom Management Plan

using the PBIS approach

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INTRODUCTION
Classroom management and discipline are very
important parts of teaching. In any given class, you may have
six students with special needs, two students needing
to make up work, four disruptive students, three students with
attention deficit-hyperactivity disorder (ADHD), four students
without books or homework, five without a pencil and two
without notebook paper … and that’s on a good day!

Anyone can see why you might collapse without

something to support you. That something is classroom
management. While it is very important to know your subject,
you wouldn’t be able to teach all the wonderful things
that you know without classroom management and
discipline.

Classroom management is the way you arrange your

class. You must think about every aspect of the lesson,
routines, procedures, a multitude of interactions and the
discipline in the classroom. The more you think it out
beforehand, the easier it will be when something unplanned
happens—which it always does, since you’re dealing with so
many different personalities.

When students with special needs are in your class, you

must take extra care to plan because their ability to process
and their self-esteem are influenced by how well you’ve
arranged your class. If one of them needs a wheelchair,
provide open rows and a place to sit. If they have
problems with social interaction, place them within a group
of students who work well with others. If they need to be in
the front of the room, make a walking path around the
classroom to influence students who need discipline, since
they should also be close to the teacher.

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 Some students with special needs have a behavior plan
or a series of steps that teachers follow when the student
misbehaves. Other students may have RTI behavior plans
because they spend so much time in the office that they are
at risk of failing.

A school may provide a school-wide behavior plan (like

CHAMPS), or you may need to create one for your classroom.
There are many available and some will fit better than others,
but, the best plans teach discipline, instead of just punishing
or persuading.

Lastly, your attitude is crucial. Be consistent and keep

your cool. Be kind and steady. If a student breaks a rule, apply
the consequence and continue with the lesson; however, if
you must stop to de-escalate a behavior, follow your behavior
plan, and then return to teaching as quickly as possible.

ACTIVITY

Activity 1 ▌Activating your schema

In the KWL Chart, write down your ideas about Classroom
Management.

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Activity 2
Discuss your interpretations on the picture shown below.

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 ANALYSIS

Instruction: Form groups of three members each. Share your

responses. Summarize your group’s responses.
We think that Classroom Management focus on
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ABSTRACTION

CLASSROOM MANAGEMENT
SEVEN TIPS FROM AN EXPERIECED TEACHER

Classroom management starts months before you or your

students step into the classroom. Experienced teachers end each
year troubleshooting their classroom management strategies from the
previous school year. While not a comprehensive guide, here are
seven tips that can make classroom management a little less
challenging and help you fulfill your goal of keeping all students safe,
engaged, learning and on task

Establish Relationships
As a teacher, your relationship with a student starts the moment
you meet them. No matter how difficult a student may be, you need
to embrace the challenge of getting to know him or her. Every child
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deserves love. Life has enough hard knocks in store for a child who
struggles socially, and you may be one of the few people that child
believes cares about him or her. This could make a difference in his or
her life choices, or at least in his or her decision not to disrupt your
class.

Many teachers naturally form relationships with children. They

enjoy their presence, listen to them and respond appropriately, look
with interest at what children show them—from a rock star’s picture in
a notebook to a squishy worm—and ask questions about it. They learn
their students’ names and greet them at the door. When a dispute
arises, they listen and try to be fair. They don’t play favorites. Teaching
is a very active job, especially in higher grade levels, in which teachers
have less than two minutes per child per class period to establish a
relationship.

Create a Positive
Learning Climate

One of the most important things you can do

to proactively manage your class is to establish a climate that
encourages learning. Teachers need to be aware of students’
intellectual, emotional, physical and social needs and establish rules
and procedures to meet them. Students should be recognized as
individuals, each of whom has something to offer.

Arrange student seating strategically, grouping students by skill

level or arranging them in a manner that’s conducive to group work
or sharing in pairs. Also, plan for patterns of movement within the
classroom and have your students practice until it’s second nature;
moving students in a structured, timed way can enliven your
classroom, while maintaining control and adding focus. Nothing is as
impressive and cohesive as a class moving into prearranged groups
for an activity in 30 seconds. This also allows for more variety in your
lessons; for instance, you could teach a 15-minute lesson to students
at their desks, then move the class to a different setting and teach a
different, but related 20-minute lesson.

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 Establishing student expectations is also an important part of
establishing a positive learning climate. Make sure that every student
is welcomed in a group and expected to participate. Also, practice
good time management and plan to teach from the first day of
school.

Encourage Helpful Hands

Letting students take part in the classroom helps them feel

invested—and it can be a help to you as well! Some experienced
teachers use task cards on which students’ names rotate weekly.
Strategies such as this provide fair ways to distribute classroom jobs. It
can also be helpful to post a sign that tells how to do a job. For
instance, if you assign students to straighten and clean a bookshelf,
you might place a list of steps to follow on the bookshelf.

You might also allow students to help in more casual ways, such
as assigning group runners for supplies or allowing students to pass out
papers or straighten the room. These tasks can serve as helpful self-
esteem builders for a child who often feels left out; however, you
should note how many times a student helps to avoid favoritism.

Teach Needed Skills

You should teach students the skills needed for success in your
classroom. Often, teachers think about teaching content, without
realizing how important it is to teach other skills, such as social skills,
thinking skills, study skills, test-taking skills, problem-solving skills, memory
skills and self-regulation.

Many school issues disappear after a few lessons in anger

management or another needed skill. Students can benefit greatly if
you find small segments of time to teach and model a skill; however,
you may need to be creative, since not all students need instruction
in the same skill. However, if students are struggling to get along with
peers, be organized or be on time, which is better: to discipline them
for what they lack or to teach them what they need to know?

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 Set Up Structure and
Procedures

Structure and procedures are vital parts of classroom

management. Every part of the day needs to be thought through and
brought into alignment with what works best for your teaching style,
your students’ personalities, the age group and any special
challenges that could cause a distraction.

Start planning as soon as you see the classroom. Envision each

class; ask yourself what you will do and how it can be done easily.
When your students arrive, get them on board by teaching classroom
procedures, along with your content, during the first week of class. For
example, explain how to enter, how get the needed supplies and start
the warm-up exercise during the first few minutes of class, how to turn
in and pass out work, how to work in a group, how to move between
activities and how to exit the classroom. Also, be sure to cover
your expectations, including how to behave in class and the
consequences of misbehavior.

Organize the Lesson

A lesson that engages all students, moves forward smoothly and
allows the teacher to talk to every child can only be accomplished
through preparation. You need to design your lesson with classroom
management in mind.

First, build as many teaching strategies and interventions as

possible into the lesson. Use time management techniques (like setting
a timer to help the class transition through a series of activities), and
implement quick feedback techniques, such as a checklist to keep
up with student progress.

Next, plan one-on-one and small group strategies, design

appropriate movement and allow time for social interaction and
reflection time. For instance, you could ask students to write in their
journals at the end of an activity to give them time to think about what
they just learned.

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 Organization also involves spending time after school arranging
handouts, preparing supplies, writing on the board and taking care of
other tasks. In doing so, you can prevent pauses during the lesson and
better manage your classroom.

Use Effective Discipline

Classroom management can help you avoid most discipline

problems. At the beginning of the school year, be sure to explain and
post your discipline plan, establishing that no one will be put down,
bullied or made fun of in class because it is a “safe zone” where
everyone, including the teacher, is allowed to make mistakes and
learn from them.

Usually, this forms a cohesive learning environment, where

students trust you to take care of their needs and where they respect
one another. Much can be said about positive (or negative) peer
pressure in a class. If there are students who want to learn and they
act accordingly, the dynamic of the class will likely remain fairly stable;
however, if students who don’t want to learn disrupt and influence
their peers, you may need stronger discipline skills or even an
administrator to fall back on.

Even if you are diligent in setting up your discipline plan and

have developed signals to warn students that they are about to be
disciplined, not every student will comply. When that happens, follow
the steps of your discipline plan. If that doesn’t work, you may refer
the student to response to intervention (RTI), or you may spend time
researching other available discipline plans for ideas. Whatever, you
do, don’t give up, the students who are not disrupting – and even
those who are – need you.

BUILDING SELF-ESTEEM
IN CHILDREN WITH SPECIAL NEEDS

Self-esteem is always a concern for students with special needs.

In a mainstreamed classroom, it’s not difficult to see students divide
into groups. If you as a teacher are aware of this, you can take steps
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to ensure that the entire class is cohesive. For instance, there may not
be a real peer group for the only student in class with visual
impairment; therefore, you need to make certain that the entire class
is a peer group. This is accomplished through classroom
management.

Focus on Talents

Not all students will excel in academic skills. As a teacher, take

time to ask all students what they are really good at and use those
skills as much as possible. Are they artistic? Do they play an
instrument? Do they have great social skills? There is nothing greater
than eavesdropping on a conversation in which a student with special
needs is lauded by other students for his or her skill and students form
connections based on a common interest.

As the parent of a child with special needs, you can make a list
of things that the teacher might do or say to help improve your child’s
self-esteem. If your child does something very well, take a sample to
show his or her teacher. Those teachers who are receptive will look at
your child with new respect and they may mention the skill to other
students. This could be a huge self-esteem boost.

Encourage Effort
Everyone struggles when they learn something new. It’s
important to explain to students with special needs that they are not
necessarily struggling because they have a learning disability: they
may be struggling because the information is difficult. This
helps to reassure students who may be sensitive to their slower rate of
learning. Tackling a challenge provides a wonderful chance to gain
self-esteem: if students keep trying until they accomplish a goal, their
self-esteem increases. Sometimes, the harder the goal, the greater the
boost to self-esteem will be. The key to helping students with special
needs persevere is to break a difficult task into smaller steps to reach
a larger goal.

Rejoice in What They Do

Well Page | 36
 Students gain self-esteem when they do something well, and it’s
helpful to focus on the little things they can do well. Many tasks are
frustrating for students with special needs; as a parent or a teacher,
be patient with what they can’t do and rejoice over what they can
do. There are things each of us can’t do, and a lot depends on the
standard to which we are held. Most of us would be at a loss in a room
full of astrophysicists; however, while we can give ourselves a little
grace, knowing that we just can’t do what these scientists can do,
sometimes we have trouble translating this concept as it relates to
students with disabilities. Help these students understand that
everyone has things that they can’t do and things they can do. Help
them discover their strengths.

Help Them Look Beyond

School
While it is important that students with special needs meet the
requirements of testing and the school, help them to think beyond
school. Allow them to explore careers. Look at their positive traits,
keeping in mind that these can be very valuable to a potential
employer. Do they always arrive early? Do they turn in their work on
time? Do they clean up after themselves or others? Are they
observant? Can they greet people at the door and make them feel
welcome?

Involve them in Hands-

on Activities

If it is possible, enroll students with special needs in some kind of

adventure or science field class in which they are exploring or
collecting samples outside. This builds self-esteem by giving them
sense of connection and accomplishment. It also allows them to work
in groups to solve a problem.

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 FUNCTIONAL BEHAVIOR ASSESSMENT
AND BEHAVIOR INTERVENTION PLANS

Functional behavioral assessment (FBA) is a part of the positive

behavioral support (PBS) mandated by IDEA 2004. Good classroom
management and structured classroom discipline stop most disruptive
behavior, but some students will continue to disrupt. These students
need more help so that they can stay in class and succeed.

FBA is a process which describes a student’s disruptive behaviors,

looks for the reasons behind the behaviors and offers interventions
that teach new behaviors to replace the undesired ones. Not all
disruptions merit an FBA, which is usually reserved for behaviors that
interfere with learning; however, FBAs are available to all students,
especially those receiving interventions associated with tier two or
tier three of the response to intervention (RTI) framework. For students
with disabilities, a FBA may be part of an individualized education
program (IEP).

Direct Assessment

To start the FBA process, the FBA team (not defined in IDEA, but
typically consists of the student’s teachers, and other professionals
who have directly observed the child, as well as, the parent) use both
direct and indirect means to assess the problematic behavior. Direct
assessment typically tracks the frequency of disruptive behaviors and
the time of day, often teams will utilize a scatter plot to show clearly
the behavior pattern. In addition, the observers track antecedent
behavior, which is behavior that precedes the behavior and may
indicate the trigger for that behavior. One tool that is used is an
antecedent behavioral consequences chart (ABC). An observation
note example could be: “The teacher asked the class to get their
math books out of their desks. Rick threw his math book. The class was
disrupted.”

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 Recording the entire cycle of disruption can provide clues to
the trigger or the benefit that the student reaps from the behavior. For
our example, you might include on the ABC chart that Jill became
more agitated as she tried to work on long division problems, and then
shouted at you and stormed out of the room. The ultimate result was
she did not complete the assignment. Additionally, when you spoke
to her later, Jill reminded you that she could not have finished the long
division assignment, since she was in the office without her
books. Recording the entire cycle of the behavior from beginning to
end can help you understand the reasons that Jill is behaving in this
way, as well as provide clues to the function of this behavior (i.e.,
seeking attention or trying to escape an undesired situation).

Indirect Assessment

Indirect assessment involves interviewing teachers, parents and

other adults who have contact with the student, asking questions
about the behavior and when and where it occurs. For example, how
often does the behavior occur? Who is usually present? Are there
times when it doesn’t occur? These questions can help the FBA team
determine if the issue at hand is due to a performance deficit (the
student won’t do what is asked of him or her) or a skills deficit (the
student cannot do what is asked of him or her). In some cases, it can
also be beneficial to interview the student in an informal matter. More
than likely the team will collect both types of data in order to get a
clear picture of the child’s behavioral pattern. If an FBA does not
discuss the antecedents, frequency and time of behavior and other
trigger patterns, the assessment should be questioned.

Analyzing Behavior

In general, all behaviors serve some function. Although you can’t

always know exactly what function a particular behavior serves, you
can often uncover the meaning behind it by examining
the information collected through the assessments and
asking strategic questions. Building on the previous example, was Jill
getting attention from her peers through her behavior? Was she able
to get out of a difficult assignment? Does she know how to do long
Page | 39
division? Answering questions like these helps to determine if the
behavior is linked to a difficulty in learning, like being unable to
perform a skill (long division) or to some other reason, such as being
embarrassed that she doesn’t understand a skill that may seem easy
for other students.

After the data is gathered from the ABC chart, scatter plot and
interviews, this information can be condensed and recorded on a
data triangulation chart. This chart can give clues to the function of
the behavior and will be used in the FBA meeting. Note that these
specific tools are being used here as examples of what a quality FBA
will consider; there is no provision in the law that requires a school or
school district to use them.

As the FBA team discusses the data that’s been collected, it

forms a hypothesis about possible deficits and causes for the
behavior. It then puts this hypothesis to the test by creating variations
in the learning requirements and environment to see if and how the
student responds.

For our example, you may help Jill develop an indiscreet way to
signal her teacher when she is frustrated with her work and needs
help. If Jill’s disruptive behavior stops after using this intervention,
nothing more needs to be done; however, if Jill’s disruptive behavior
does not subside or even intensifies, the team may create a behavior
intervention plan (BIP).

The Behavior Intervention

Plan

The BIP targets one to three of a student’s undesirable behaviors

with interventions that are linked to the functions of the behavior;
each intervention specifically addresses a measurable, clearly-stated
targeted behavior. A BIP can include prevention strategies, which
stop the behavior before it begins, as well as replacement behaviors,
which achieve the same function as the disruptive behavior without
causing disruption. The environment is considered, and the FBA/BIP
team may determine that a change in a student’s schedule or in the
arrangement of is or her classroom is called for. In addition, the BIP
Page | 40
provides a plan for responding to the old behavior that is being
replaced and promoting the new behavior.

For students without disabilities, the BIP can be adjusted as the student
improves without another meeting; however, frequent monitoring is
still required. For students with disabilities, the BIP is a legal document
that is a part of an individualized education program (IEP). It must be
followed both inside and outside of the classroom and it can’t be
adjusted without calling a meeting of the admission, review and
dismissal (ARD) committee. (Not every state refers to this team as an
ARD; a number of states simply call it an IEP team. These terms are
generally interchangeable.) This committee reviews the BIP each
year and can change it at that time. An ARD meeting can also be
called by a teacher or parent any time there is a concern. If the
disruptive behavior leads to a student being removed from class a
total of 10 or more days, the law requires that the IEP or ARD team
meet and conduct a manifestation determination (determining if the
behavior being disciplined is a part of the child’s disability or not).

SAMPLE GUIDE OF COMPREHENSIVE

CLASSROOM MANAGEMENT PLAN

My Comprehensive

Classroom Management Plan

“An ounce of prevention is worth a pound of cure.” - Benjamin Franklin

By reviewing this completed packet, an observer will be able to discern exactly what strategies I
am using that align with best practice recommendations for effective classroom management.

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Classroom management is defined by the NYS Education Department as all the actions teachers
take to create an environment that supports academic and social-emotional learning. It includes
all of the teacher’s practices related to establishing the physical and social environment of the
classroom, regulating routines and daily activities, and preventing and correcting behavior.
Furthermore, the attached Appendix lists exactly which NYS teaching standards align with each
part of this comprehensive classroom management plan.

Table of Contents:
Part 1. Five Senses and the Physical Space: Designing a
Positive Classroom Environment

Part 2. Kids Aren’t Mind-Readers: Defining Classroom

Expectations, Rules, Procedures, and Behavioral
Routines

Part 3. Kindness is a Language: Building Effective

Relationships with My Students

Part 4. What’s Your Hook? Identifying Strategies for Promoting

Academic Engagement

Part 5. Keep Calm and Carry On: Utilizing Planned Responses

to Appropriate and Inappropriate Behavior to Enhance
Students’ Opportunities for Learning

Part 6. It’s a Journey not a Destination: Reflecting on,

Reviewing, Revising, and Sharing My Plan

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Part 1. Five Senses and the Physical Space:
Designing a Positive Classroom Environment

My classroom’s physical layout:

☐ Allows for fluid traffic patterns
☐ Classroom setup maximizes teacher-student interactions and minimizes distractions
☐ Allows teacher to move easily around the classroom and actively monitor students
☐ Materials and equipment are neatly organized to prevent clutter and facilitate
teacher and students’ easy access to materials

During instructional times or times in which I want students to be most alert, I will modify
the environment to support this by:
☐ Increasing lighting
☐ Reducing room temperature if possible
☐ Reducing background noise
☐ Other:

During unstructured times or times in which I want students to engage in free play, I will
modify the environment to support this by:
☐ Increasing/ Decreasing lighting
☐ Increasing/ decreasing room temperature if possible
☐ Playing upbeat music
☐ Other:

During times I want students to calm and re-focus, I will modify the environment to
support this by:
☐ Dimming classroom lights
☐ Increasing room temperature (if possible)
☐ Playing calming instrumental music
☐ Other:

I will strategically seat the students to accommodate their individual needs. For
example:
☐ Students who are more distractible will be seated away from students who are
observed to regularly engage in distracting behavior, as well as from windows, and
doors. This applies to the following students in my class:
1.
2.

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 3.

☐ Students who have a history of interpersonal conflict with each other will be seated
away from each other. This applies to the following students in my class:
1.
2.
3.

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Map: My Classroom Space
*See the SCSD Behavior Matters website for links to sample maps at
www.SCSDbehaviormatters.weebly.com
Page | 46
 Part 2. Kids Aren’t Mind-Readers: Defining Classroom
Expectations, Rules, Procedures, and Behavioral
Routines

The following is my list of classroom non-negotiable (i.e., the behaviors that are
unequivocally unacceptable because they impact student or adult safety, and may
require immediate administrative response, per my conversation with my building
administrator).
1.

My four to five explicit classroom rules are age appropriate, stated positively,
observable, and enforceable (see Table 1.A). They are positively stated rules that
describe the behavior I want to see rather than the behaviors I don’t want to see (i.e.,
“Use kind words, appropriate volume and tone of voice when speaking with adults and
peers” instead of “No yelling, cursing, or use of derogatory language.”)
☐ My classroom rules align with building rules and policies and the district Code of
Conduct.
☐ My classroom rules align with other teachers’ rules and horizontally across my
broader team (e.g., with other social development class special education
teachers’ rules).

TABLE 1.A: ESTABLISHING CLASSROOM RULES

Classroom Rule What Following this Rule Looks Like

Listen when someone is speaking.

Example

Stay focused on
Raise your hand before speaking.
learning.
Speak respectfully to classmates and adults.
☐ I will post my classroom rules in the following location in order to make them visible to
all students:

☐ I will teach, review, and practice my four to five classroom rules (see Table 1.A):
☐ At the following time daily:
☐ Integrated throughout the day
☐ I will encourage effective, user-friendly, non-verbal communication with students and
reduce disruptions in instruction by teaching students signals summarized in Table 2,
as follows:

TABLE 2: CONCEPTUALIZING NON-VERBAL SIGNALS

Person Initiating the

Signal Signal Meaning
(Student or Teacher)

Wrap up your work and

Teacher Rings soft chime prepare to transition to the next
activity.

The student needs to use the

Student Holds up 1 finger
bathroom.

Green= Free Time / Low

Structure Activities
● Talk in a quiet voice
Examples

● Keep hands and feet to

Pointing / turning arrow to self
specific color on posted ● Comply with directions
Color Wheel System to Yellow= Large or Small Group
Teacher remind class of behavioral Instruction / Independent Work
expectations for different ● Raise hand for teacher
types of classroom permission to speak
activities ● Raise hand for teacher
permission to leave seat
● Look at the speaker or
your work
● Comply with directions
Red= Transitions Between

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 Person Initiating the
Signal Signal Meaning
(Student or Teacher)

Activities
● Return to your seat
● Clear your Desk
● Look at the Teacher
● Sit quietly

I will post a visual schedule or agenda to ensure that students are pre-set for activities of
the day in the following location:

I will use the following routines/procedures to actively teach and practice expected
behavioral routines in my classroom and across school settings (see Table 3):

☐ Posting a matrix of classroom rules and what student rule compliance would look
like in classroom, whole-group activities, independent seat work, and transitions
(aligned to school-wide expectations).
☐ Other:

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TABLE 3: DAILY ROUTINES & PROCEDURES

Activity Description of what an observer would see in my classroom What are the teaching
points for this?
(What skills/routines need to
Students Teacher Transitions from this be explicitly taught to students
Para Expectations
Expectations Expectations activity to next in order to establish
procedures for this activity?)

Return teacher’s
greeting politely
and proceed to ● What walking
walk into the Teacher will flash the safely looks like
Greet students at Provide active
classroom safely, classroom lights for ● How to greet the
the door by name supervision and
speaking in low attention and teacher
Morning as they enter and
Example

volumes with their praise to students announce that a

arrival to ask each student to ● Where to hang
peers and proceed who are following supporting adult will
class name one thing the procedure coats
to hang up their be coming around ● Where to stow
they enjoyed the
coats, stow their appropriately to collect their lunch boxes
evening before.
lunch boxes in their folders. ● What low volume
cubbies, and put sounds like
their homework
folder on their desk.
Activity Description of what an observer would see in my classroom What are the teaching
points for this?
(What skills/routines need to
Students Teacher Transitions from this be explicitly taught to students
Para Expectations
Expectations Expectations activity to next in order to establish
procedures for this activity?)

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To support in-class and room-to-room transitions that are well-controlled, purposeful,
and time-limited, I will use the following strategies:
☐ Teaching detailed expectations about all transition routines.
☐ Pre-setting students about the upcoming transition and behavioral
expectations associated with it.
☐ Use of six steps to improve classroom transitions:
1. Provide signal to obtain student attention
2. Communicate expectations for academic and social behavior
3. Specify the time limit for the transition
4. Monitor for compliance
5. Signal the end of the transition by beginning the next activity
6. Provide performance feedback related to the success of the transition
☐ Other:
Part 3. Kindness is a Language: Building Effective
Relationships with Students

☐ I will greet students individually at the door and welcome them as they enter.

☐ I will call students by name and treat all students with respect (thanking students,
apologizing when you make mistakes, refraining from setting students up with
rhetorical questions or sarcastic comments).

☐ I will spend positive time with students that is not dependent on students’ behavior
(e.g., ask about them, use positive interactions to demonstrate that I value and
respect them, encourage them, thank them for their participation, compliment them
on special achievements and important life events such as participation in sports,
drama, music or other extracurricular activities).
 The following are some potential times of day or activities during which I
may have the opportunity to build this positive time with students into my
schedule:
1.
2.
3.
 The following are a few of my own strengths and interests, and could be
useful in bonding with my students (e.g., humor, musical ability, etc.):
1.
2.
3.

☐ I will aim for giving four positive interactions for every one corrective or negative
interaction I have with them (4:1).

I will promote feelings of community and positive student-to-student relationships in my

classroom by:
☐ Giving students brief, regular non-directive communication that compliments their
commonalities, teamwork and problem-solving abilities (i.e., Banking Time
intervention).
☐ Limiting public classroom posting of behavioral status to positive peer behaviors
only (e.g., helpfulness, kindness, patience) instead of unacceptable behaviors
related to classroom expectations.

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 ☐ Encouraging cooperative, trust-building peer activities more often than
competitive peer activities (see www.SCSDbehaviormatters.weebly.com for
additional ideas)
☐ Encouraging students to report their peers’ positive behavior verbally or in writing
(i.e., promoting “tootling” rather than tattling; see
www.SCSDbehaviormatters.weebly.com blog for this ready-to-implement
evidence-based intervention).
☐ Offering students classroom jobs and rotating special responsibilities.
☐ Other:

I will demonstrate cultural sensitivity and inclusiveness in the following ways:

☐ Validating, affirming, and bridging culturally diverse ideas.
☐ Exploring customs and cultural norms by:
☐ Researching cultural beliefs, practices, and norms as they pertain to my
students.
☐ Involving students and their families in discussion about their cultural
experience.
☐ Other:

I will increase home support for learning in the following ways:

☐ Helping parents feel welcome by inviting them to school, including them in
classroom activities, etc.
☐ Using home-school notes or phone calls with a disproportionate focus on the
positive.
☐ Using assignment notebooks.
☐ Providing academic enrichment activities.
☐ Other:

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Part 4. What’s Your Hook? Identifying Strategies for
Promoting Academic Engagement

My instruction and daily lesson planning will be evident to a classroom observer

through:
☐ Clear and measureable objectives that are:
☐ Conveyed to the students at the start of every lesson
☐ Posted in the following location:
☐ Content and strategies that have clear beginnings and ends.
☐ Pacing that minimizes time in non-instructional activities.
☐ Alignment with state standards and district initiatives.

☐ Documentation of my daily lesson plans will be made available upon request or can
be found in the following location (for substitute teacher access):

☐ I will use student data to drive instruction that is scaffold and differentiated to
students’ developmental and learning needs.
☐ I will reach out to the instructional coach assigned to my building for additional
support in this area as needed.

In order to be reflective and responsive to student’s cognitive and academic needs I

will use (and be able to explain the rationale for using) a variety of best practice
instructional strategies, including the following:
☐ I will maximize instructional relevance and clearly state purpose and goals of my
lessons.
☐ I will provide sufficient wait-time to students after they have been questioned.
☐ I will provide guided practice and monitor independent practice with error-
correction and re-teaching to work towards mastery (e.g., I do, we do, and you
do).
☐ I will close the lesson by re-stating objectives and connecting to future lessons.
☐ I will utilize formative evaluation of students’ understanding of my lessons (e.g.,
accountable talk).
☐ I will reach out to the instructional coach assigned to my building for additional
support in this area as needed.
☐ Other:

I will increase students’ interest, engagement, and motivation through use of the
following strategies:
☐ I will use strategies to learn about my students’ interests, and incorporate these into
my teaching.
☐ I will allow students choices within assignments and projects.

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 ☐ I will enhance my students’ creative thinking (e.g., through project-based learning,
cooperative learning activities).
☐ I will increase opportunities for success in schoolwork by ensuring a match
between instruction and student developmental/ academic needs, and by
offering clear directions.
☐ I will promote student growth and academic motivation by reinforcing student
effort and work attempt over final product or outcome.
☐ I will reach out to the instructional coach assigned to my building for additional
support in this area as needed.
☐ Other:

I will provide students with ample opportunities to respond to academic questions with
use of the following strategies:
☐ I will ask questions frequently and use brisk pacing during group instruction.
☐ I will ask students to respond chorally (answer in unison).
☐ I will use response cards, kahoot.it, exit tickets, or a similar alternative to allow for
anonymous academic responding (i.e., students write their answers on erasable
boards then hold them up, students anonymously submit their answers to a
question).
☐ I will present my class with questions that require every student to participate (e.g.,
“Stand up if you think X, stay seated if you think Y.”).
☐ I will consider reaching out to a colleague and having them time teacher
instruction versus the time in which students are engaged in the material outside of
instruction/ lecture time (i.e., teacher as facilitator instead of lecturer, providing
students with discussion time).
☐ I will reach out to the instructional coach assigned to my building for additional
support in this area as needed.
☐ Other:

I will demonstrate cultural sensitivity and inclusiveness by considering the following when
developing my lesson plans:
☐ Inviting the students to share their culture through writing assignments and
activities.
☐ Inviting guest speakers whom the students might identify with culturally.
☐ Hosting multi-cultural events within the classroom setting and inviting family
members to speak about their culture and customs.
☐ Other:

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Part 5. Keep Calm & Carry On: Utilizing Planned
Responses to Appropriate and Inappropriate
Behavior to Enhance Students’ Availability for
Learning

In order to promote positive, appropriate student behaviors, I will utilize the following
strategies:
☐ I will ask students for input regarding motivators.
☐ I will deliver positive feedback to my class as a whole.
☐ I will give students behavior-specific praise (i.e., specifically identify the behavior
for which a student is being praised or thanked) that is credible, contingent on
desired behavior, and provides information about the value of the
accomplishment.
☐ I will deliver individual student feedback calmly and as privately as possible to
avoid embarrassing students in front of their peers.
☐ I will provide praise in a variety of ways (e.g., verbally, nonverbally, with a pat on
the back, a call home, hanging their work on the wall in a prominent area, etc.)
and adjust my approach depending on the how my students respond.
☐ I will specifically describe behavioral expectations for upcoming tasks and
transitions, particularly at potentially difficult times (i.e., pre-corrective statements).
☐ I will actively supervise my students (i.e., frequently scanning and moving about
the room, interacting and providing prompts, reminders, and positive recognition)
to prevent behavior problems.
☐ If I notice that a particular student is struggling behaviorally, I will use the 2x10
intervention (please refer to the SCSD Behavior Matters Website for more
information on this strategy: www.SCSDbehaviormatters.weebly.com).
☐ Other:

I will promote my students’ behavioral self-awareness, self-monitoring, and self-

management skills by:
☐ Providing signals and cues to alert students to assess and monitor their own
behavior, including:
☐ Reviewing progress toward individual goals by:
☐ Reviewing progress toward group/ class goals by:
☐ Providing students with self-monitoring tools (please refer to the SCSD Behavior
Matters Website for sample tools: www.SCSDbehaviormatters.weebly.com).

In addition to providing contingent positive reinforcement when students demonstrate

appropriate behavior, I will utilize the following responses to address inappropriate
student behavior, with special attention to the possible function of the challenging
behavior (i.e., sensory, escape, attention, tangible):

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☐ I will consider making instructional adjustments to improve behaviors if I judge
challenging behaviors to be triggered or exacerbated by required academic
tasks (e.g., pre-teaching, differentiating, and providing additional time).
☐ I will consider making environmental adjustments to improve behaviors if I judge
an environmental element to be contributing to challenging behaviors (e.g.,
moving students’ seats away from distracting peers, collecting distracting objects
during work sessions, adjusting room lighting).
☐ I will offer more re-teaching and re-practicing before delivering consequences.
☐ I will use TCIS guidelines for verbal de-escalation.
☐ I will respond immediately following the behavior and consistently across time and
settings.
☐ I will utilize natural and planned undesirable consequences that lead to personal
responsibility and life skill development whenever possible (please refer to the
SCSD Behavior Matters Website for more information on this strategy:
www.SCSDbehaviormatters.weebly.com).

For mildly inappropriate behaviors, I will:

☐ Use verbal or nonverbal redirection (with neutral face, relaxed and non-
threatening posture).
☐ Give students a warning about losing privileges and reminder of desired
behavior when I think students have control over their behavior and a
reminder may help their behavior improve.
☐ Systematically withhold attention when students exhibit undesired behavior
(e.g., I will continue with lesson and not respond at all when student taps their
pencil repeatedly, or engages in another behavior that does not appear to
be disruptive to others or present a safety concern).
☐ Other:

For moderately inappropriate behaviors, I will:

☐ Explicitly reprimand students to inform them of their correctable error, with brief
reprimands that are delivered promptly, quietly, and calmly, with close
proximity and eye contact (not forced).
☐ I will encourage students to use a quiet area within my classroom to take a
break from an activity or environment that may be contributing to their
behavior and practice self-soothing strategies.
☐ Other:

For persistent or severely inappropriate behavior, I will:

☐ Discuss the student’s challenging behavior with my School Based Support
Team (SBST) and consider developing an Individual Crisis Management Plan
(ICMP) and Intervention Support Plan for Behavior (ISP-B), in recognition of the
need to differentiate for behavioral needs, and treating students fairly but not
equally.

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 ☐ Discuss with my building administrator, refer to the SCSD Code of Conduct,
and explore restorative approaches (which help students understand the
impact of their behavior and that they can repair harm).
☐ I will consider moving a student a less preferred environment.
☐ I will follow NYS guidelines on use of Time Out rooms (please refer to the SCSD
Behavior Matters Website for more information on this strategy:
www.SCSDbehaviormatters.weebly.com).
☐ I will use TCIS guidelines for use of therapeutic holds, if applicable. (I will speak
to my building administrator if I am not TCIS certified).
☐ Other:

In problem solving efforts, I will acknowledge my part in reaching a solution by using the
following strategies:

☐ Developing empathy by gathering information to understand the problem.

☐ Inviting student to help define the problem and brainstorm solutions that are
realistic and mutually satisfactory.
☐ Teaching and prompting alternative prosocial behaviors to address students’
lagging skills, in recognition that kids do well if they can.
☐ Other:

I will utilize the following whole class behavior management systems and strategies, as
summarized:
☐ I will use a token economy approach to allow for all students to earn tokens when
they follow classroom rules and engage in expected behavioral routines that can
be redeemed for a reinforce of some kind (e.g., desired item, preferred activity).
See Table 4, below, for a summary of my classroom’s token economy system.
Tokens will:
☐ be given more frequently when new skills are introduced.
☐ be linked to various reinforces that are redeemed frequently, intermittently,
and long-term.
☐ have value for all students.
☐ I will consider individualizing or customizing class wide goals for particular students
via an Intervention Support Plan (ISP).
☐ I will use group contingency system(s) to allow the entire class’ behavioral
performance to result in positive outcomes for all students (e.g., if the whole class is
able to meet a specific short-term goal they will earn five minutes of extra recess; if
students can meet a long-term behavioral goal they will earn a classroom party).
This group contingency system will be publicly posted and the class’ progress
toward group goals will be easily observable during visits to my classroom.
☐ If I do use a response cost approach (i.e., taking tokens away from students for
inappropriate behavior), it will be within the context of a positive, token economy

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 approach to support positive attitudes toward school. Tokens will be removed at
the following rate: for the following infractions:
1.
2.
3.

☐ Other:

The following is a description of the ways I will teach students and adult support staff
how my whole class behavior management systems and strategies (Table 4, below)
work:
1.
2.
3.

☐ I have attached the point sheet or other visual representations of the way I will
provide individual feedback to students about their behavior.

☐ I will conceptualize how I will teach my classroom rules and expectations, how I will
model the desired and undesired behaviors, and what adult responses to
appropriate and inappropriate behavior will look like in my classroom as described in
Table 1.B.

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 TABLE 4. CONCEPTUALIZING BEHAVIOR MANAGEMENT SYSTEMS AND STRATEGIES USED FOR ALL
STUDENTS

When can the

When / how often can For what behaviors can student redeem his What items, activities, or privileges
Token to Be
the student earn the the student earn his or or her token? can students redeem with their
Earned
token? her token? tokens?

Levels of Privilege for Earn Time

Choices:
Following Classroom
Rules: Green Earn Time = playground,
Earned Reward Time gym use, computer use
Points / Be Respectful
Every 30 minutes (before lunch, end Yellow Earn Time = puzzles, games
Bucks
Examples

Be Ready to Learn of day) with friends, classroom toys

Personal Goal Red Earn Time = drawing at desk,
individual games, dry erase
boards

Completed Homework When sticker chart is Choice from Homework Prize Box /
Stickers Daily
Assignments full Homework Pass
 TABLE 1.B TEACHING CLASSROOM RULES & PLANNING ADULT RESPONSES

(Copy & Paste Columns 1 & 2 from Table 1.A)

Model, Guide, Practice:

Planned Adult Planned Adult
Classroom What the Rule Looks Strategy for I do, We do, You do Response to Response to
Rule Like Teaching (How I will show the students Appropriate Inappropriate
how it’s done and how it Behavior Behavior
shouldn’t be done?)

● Role play led by Reminders about

teacher (of desired Behavior specific classroom rule,
and undesired praise, “Thank encouragement
Use kind words, behavior) you for using about student’s
appropriate volume such kind words.” ability to engage in
Example

Be Use of a social ● Role play (of

and tone of voice desired behavior appropriate
Respectful story Use of token
when speaking with only) led by student alternative,
adults and peers economy as deliberately giving
volunteer
outlined in Table praise to peer
● Practice (desired
4 demonstrating
behavior) in small
groups desired behavior

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 Model, Guide, Practice:
Planned Adult Planned Adult
Classroom What the Rule Looks Strategy for I do, We do, You do Response to Response to
Rule Like Teaching (How I will show the students Appropriate Inappropriate
how it’s done and how it Behavior Behavior
shouldn’t be done?)

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Part 6. It’s a Journey, Not a Destination: Reflecting on,
Reviewing, Revising, and Sharing My Plan

I will keep a physical copy of the most up-to-date version of my classroom management
plan in the following location(s) for easy access to substitute teachers and my school team:

I will use the following regular meeting time(s): throughout the school year
to:
☐ Reflect on and review components of this plan
☐ Review classroom behavioral data
☐ Reflect on and address barriers to successful implementation
☐ Reflect on and evaluate the effectiveness of my classroom management plan by
collecting and reviewing the following data:
☐ Identify areas for re-teaching and responding to student needs
☐ Other:

The following people have agreed to collaborate with me during the meeting times
identified above:
☐ Social Worker:
☐ School Psychologist:
☐ Special / General Education Instructional Coach:
☐ District Behavioral Health Consultant:
☐ Other:

I will share the relevant pieces of this classroom management plan with parents and
students in the following ways:
☐ Providing a summary of key pieces of information
☐ Via parent letter
☐ Presenting to students in the classroom and increase buy in by obtaining their
signature
☐ Presenting to parents and students at back-to-school night
☐ Other:

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 APPLICATION

Practice Exercise 1
Instruction: In this exercise, you will watch a video. Your task is to observe
the teacher strategies in dealing a challenging behaviors of students and
note how does it help in having an effective and efficient classroom
management.
You may access the video on this link https://youtu.be/2/LtWmZ2qUO4
or send a direct message to your instructor on his official Facebook
Messenger account.

TEST YOUR UNDERSTANDING

Instruction: Design your own comprehensive classroom management

plan using the PBIS approach.

IN A NUTSHELL

Classroom Management is a term teachers use to describe the

process of ensuring that classroom lessons run smoothly without disruptive
behavior from students compromising the delivery of instruction. It comprises
a wide variety of skills and techniques that teachers use to keep students
organized, orderly, focused, attentive, on task, and academically
productive during a class.
Effective classroom management is an absolute must. It impacts your
ability to be an effective educator and enjoy your job, and it impacts your
students’ success as learners. If your classroom is out of control, it won’t
matter how passionate you are about your subject or how much you are
truly dedicated to children, learning will be negatively impacted.

Managing a classroom can be grind, so find ways to have a laugh

instead of pulling your hair out. Kids will be kids. After all, they’re still learning.
And humor helps us keep our perspective, so we can help our students
along in the kindest and most effective way.

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 WHAT HAVE
YOU LEARNED?

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REFERENCES
CHED Memorandum Order No. 77, s. 2017. Policy, Standards and
Guidelines for Bachelor of Special Needs Education (BSNEd)

Colon-Bertini, Laura, O’Connor, Jacquelyn & Schuhl, Kelli (2016).

Comprehensive Classroom Management Plan. SCSD Behavioral
Health Consultants.
https://www.SCSDbehaviormatters.weebly.com

Greene, Kim M.A (2015). Explicit Instruction: What You Need to

Know. Understood For All Inc.
https://www.understand.org/en/school-learning/for-
educators/universal-design-for-learning/what-is-explicit-
instruction?_ul=1*ho2faa*domain_userid*RGR0R0FWUUxnVzkzUFA5
ZktIWTFtR2U3QzVUWkxjai1uVGJYWjY0U0xlejZHaHFQOXFPNVo1Slgw
UWJsV2RDbg..

Lee, Andrew M.I. (2014). PBIS: What You Need to Know.

Understood For All Inc. https://www.understood.org/en/learning-
thinking-differences/treatments-approaches/educational-
strategies/pbis-how-schools-support-positive-behavior

Morin, Amanda (2014). Positive Behavior Strategies: What You

Need to Know. Understand for All Inc.
https://www.understand.org/en/school-learning/for-
educators/universal-design-for-learning/what-are-positive-
behavior-
strategies?_ul=1*1qghzhj*domain_userid*RGR0R0FWUUxnVzkzUFA5
ZktIWTFtR2U3QzVUWkxjai1uVGJYWjY0U0xlejZHaHFQOXFPNVo1Slgw
UWJsV2RDbg..

Scott, Terrance M., Lee Park, Kristy, Bradway-Swain, Jessica &

Landers, Eric (2007). Positive Behavior Support in the Classroom:
Facilitating Behaviorally Inclusive Learning Environments.
International Journal of Behavioral Consultation and Therapy

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